College Accommodations: How to Document a Disability for Campus Support
College is where accommodations change hands. In high school, the school comes to you. In college, the student has to ask for help. And the campus disability office determines the appropriateness of academic accommodations based on documentation supplied by the student. Our comprehensive evaluations provide the documentation that colleges use when considering formal academic accommodations. Because we hold no waitlist, we can usually begin your evaluation quickly, so the support is in place before the workload hits. We work with students in Ann Arbor and across Southeast Michigan, including those home for a break or heading to schools elsewhere. This page explains how campus accommodations work, what the documentation requirements are, and how to get ahead of it.
How college accommodations actually work
Two federal laws sit behind campus accommodations. The Americans with Disabilities Act and Section 504 of the Rehabilitation Act require colleges to provide reasonable accommodations to qualified students with disabilities.
The difference from high school is who pursues the accommodation needs. Students and parents must pursue services with the campus disability services office, sometimes called Disability Services, the Office of Services for Students with Disabilities, or other names. Documented need for academic accommodations is almost always a requirement for receiving formal accommodations.
The Disability Services Office then reviews the documentation and approves reasonable accommodations, which can include extended time on exams, a reduced-distraction testing room, note-taking support, or flexibility on attendance and deadlines.
Why the documentation matters so much
Most disability offices want a current, comprehensive evaluation that identifies the diagnosis, explains the functional limitations, and connects them to specific accommodations.
A standardized, performance-based evaluation is what turns a personally lived struggle into evidence the office can act on. Research on testing accommodations demonstrates the value of removing a disability-related barrier without providing an unfair advantage, and reliable documentation is what supports these conclusions (Sireci, Scarpati, and Li, 2005).
Older records, like a high school 504 plan, are helpful but often not enough by themselves. Colleges usually want an updated evaluation that reflects how the student is function currently.
What a strong college evaluation includes
- A full history. We map how the difficulty has shown up across school and daily life. Most qualifying conditions are long-standing, and the history establishes the pattern.
- Cognitive and attention testing. Depending on the referral question, we measure attention, processing speed, working memory, and executive function.
- Academic and achievement testing. We assess reading, writing, mathematics, and timed performance directly, because college work is heavy on all three.
- A written report. You receive a detailed report that identifies any diagnoses, describes functional limitations, and recommends specific accommodations, written to match what disability offices ask for.
The process, step by step
- Book the evaluation. No waitlist means we schedule quickly rather than months out. Be sure to let us know your timeline, like the start of a term or a specific exam.
- Complete the assessment. This covers the clinical interview and the cognitive and academic testing your situation calls for.
- Receive the report. You get a detailed evaluator report built for campus disability offices.
- Register with your disability office. Submit the report to the office, complete their intake, and meet with a coordinator to set up your accommodations. Do this early in the term, not the week of an exam.
- Renew as needed. Accommodations typically follow you through your program, though some schools ask for updated documentation for graduate or professional programs or for high-stakes licensing exams later.
How AAPT is different
We do the evaluation carefully, and because we hold no waitlist, careful does not mean next semester. You will receive an individualized assessment, a report built for the disability office, and a licensed psychologist who will review all the details with you.
Speed matters in college, where a delayed evaluation can mean a full semester without the support you may be entitled to.
Start before the semester tests you
The most common mistake is waiting until grades are already slipping. Registering with a disability office takes time, and accommodations are generally not retroactive, so a late start can set you back.
Here is how our part of the timeline works. We have no waitlist, so you can get started quickly. The interview and testing are typically completed on two separate days within a week, sometimes on the same day. After testing concludes, you receive your written report within four to six weeks of testing completion. If you need an expedited timeline, reach out and we will try to accommodate.
Get the evaluation done, register with the office early, and have your accommodations in place before midterms rather than after.
FAQ
Do my high school accommodations carry into college?
Not automatically. College is a fresh start under different rules. You must register with the campus disability office, and they usually require current documentation. Your old IEP or 504 plan supports the request but rarely stands alone.
Do I need a prior diagnosis?
No. Many students are evaluated for the first time in college, when the workload exposes a difficulty that structure used to hide. A first-time evaluation provides exactly the documentation the Disability Services Office needs.
How long does the evaluation take?
The interview and testing are typically completed on two separate days within a week, and often the same day. You receive the written report within four to six weeks of testing completion. There is no waitlist, and expedited timelines are available on request.
Will accommodations show up on my transcript?
No. Disability records are confidential and are not part of your academic record or transcript. The office shares only the approved accommodations with instructors, and only as needed.
Can you guarantee I get accommodations?
No. The college makes the final decision about what academic accommodations they will provide. What we provide is a thorough, honest evaluation and documentation written to the office's standard, which gives your request its best footing.
Ready to document your disability for college accommodations? Check availability or call us at 734-333-7016. Tell us your timeline and we will map it with you. No waitlist, and real answers.
References
Sireci, S. G., Scarpati, S. E., and Li, S. (2005). Test accommodations for students with disabilities: An analysis of the interaction hypothesis. Review of Educational Research, 75(4), 457-490. https://doi.org/10.3102/00346543075004457
Process details reflect the ADA, Section 504, and typical postsecondary disability office requirements. Documentation standards vary by school, so confirm with your specific disability services office.